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国际学校大全 > 珠海哈罗礼德学校 > 新闻动态 > Learning at Harrow | 从低年级开始的渐进式英语学习路径

Learning at Harrow | 从低年级开始的渐进式英语学习路径

发布者:Harrow哈罗礼德横琴 2023-11-06 11:01:57


←Swipe for English Version←

本周的全校集会上,

五年级的同学们给我们带来了精彩的英文表演

他们在学习完

《吹梦巨人》这本英国童话故事书后

发挥自己丰富的想象力,

画下自己心中巨人的样子

并通过流利的英文描绘给集会的同学们听



书中有梦想瓶(Dream Jar)的情节

同学们也对写下了对未来的大胆期许

在舞台上大声用英文告诉同学们


Dream Jar

最后,一起齐声合唱英文歌曲“Big Dream”

鼓励其他同学也勇敢追逐梦想



singing




五年级同学们流利的英文给

现场观看的家长和同学们留下了深刻的印象

他们的英文是怎样炼成的呢?

来听听老师们怎么说!



01

五年级的描述性写作


Ms. Kristella 

五年级主班老师 



《吹梦巨人》(The Big Friendly Giant)是英国作家罗尔德·达尔 (Roald Dahl)于1982年创作的童话故事,这是五年级本学期重点学习的英文原版书。书中有大量丰富的词汇和比喻性语言,例如明喻、拟人和暗喻,有助于帮助学生掌握重要学习内容——描述性写作。






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什么是描述性写作?


描述性写作就是让读者沉浸在你的文章中,无论是描述人物、地点、物体还是场景。描述性写作可以让读者在脑海中描绘出一幅画面。描述性写作使文章更具吸引力,从而吸引读者。



同学们在集会展示的就是运用描述性写作进行人物创作,通过多样的选词, 用有趣的语言延续和发展观点,使用形容词、副词、明喻、拟人和隐喻进行描述,塑造生动的人物形象。他们将在课堂上学到的内容应用在自创的巨人身上。


学生作品,左滑查看更多


这背后是哈罗横琴低年级英语教学常用的Talk for Writing 教学法:



这种方法旨在通过为学生提供有条理的写作框架,培养学生的语言习得能力和阅读乐趣。Talk for Writing 包括三个主要部分:模仿、创新和发明。




01

模仿 

在这一阶段,教师通过与学生一起朗读和分析一系列英语文章来示范高质量的写作。在此过程中,学生学会内化不同体裁文章的结构、语言和内容。



02

创新

在这一阶段,学生将范文作为自己写作的基础,但会对内容、语言或结构进行一些修改。这样,学生既能形成自己的观点,又能保持对体裁的清晰理解。



03

发明

在这一阶段,学生运用所学到的技能和知识撰写自己的原创文章。这一阶段鼓励学生大胆创新,发展自己的想法和风格。



02

循序渐进的英语学习

Mrs. Jade Honey

低年级课程主任

一年级主班老师



要是五年级的英语水平是低年级同学们的学习目标,那一年级是便是起点,必须在听、说、读、写技能方面打下坚实的基础。此外,在一、二年级教授扎实的自然拼读技能,鼓励学生定期进行短时阅读,这些都是语言发展的重要组成部分,随着学生年级的升高,语言任务的复杂程度也会逐渐增加。


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自然拼读(Phonics)


Read Write Inc. 自然拼读课程用于帮助学生发展语音技能。该课程提供了一种结构化、系统化的语音教学方法,使学生能够更自信地学习英语读写。


一、二年级的学生在每周的英语课上明确学习自然拼读,并将其作为基本的教学内容。教师将采用一系列教学策略,包括直观教具、记忆法和单词游戏,并利用 RWI 语音方案的指导来强化语音学习和支持学生的语言习得。



在每个年级,英语学习的重点因学生的需要而异。不过,一般来说,一年级的重点是掌握基本的自然拼读、词汇和听力技能。在二年级,开始通过 "Talk for Writing "课程鼓励简单的造句和口语。到了三、四年级,阅读理解、语法技能和更复杂的句子结构成为英语课的核心内容,而到了五年级,则侧重于通过使用不同的文学技巧、尝试使用具有挑战性的词汇以及提高阅读的流畅性和理解力来培养学生的创造性写作技能。



到五年级结束时,学生应能根据自己的阅读年龄,运用以前所学的解码技巧,阅读一系列难度越来越大的文章,并能读懂未知的词汇。在此基础上,还能进行独立的、有创意的写作,在段落中混合使用简单和复杂的句子结构。除了这些阅读和写作技能外,五年级学生还将发展他们的口语和听力技能,并能在大多数时间用英语清楚地交谈。




03

低年级全程EAL支持


Ms. Olivia Wen

低年级EAL老师



所有哈罗横琴低年级的学生都会定时进行英语水平测试,教师通过形成性评估来为学生提供有针对性的支持,帮助他们发展语音技能。有些孩子会参加强化 EAL (英语作为第二语言)课程,以获得更多有针对性的英语支持。 EAL 教师会与主班老师密切合作,共同规划并提供适当的支持和差异化的学习机会。



作为中方辅助导师,EAL老师对学生的英文提高有很大的帮助。在一个轻松、包容和多元的学习环境,让学生在学习英文时不会感到压力和恐惧。在课上,老师会根据学生的英文水平和学习需求,提供个性化的教学计划和资源,帮助学生更好地理解和掌握英文。



此外,老师会通过游戏、活动和故事等方式,让学生在轻松愉快的氛围中学习英文,提高学习兴趣和动力。





横琴哈罗礼德学校的双语课程根植于中国课程标准,传承英国哈罗公学严谨的教学理念。低年级的英语教学沿袭英式教学法,制定教学计划,英语课堂均由主班老师(均为外籍老师)授课,双语老师随堂指导。



在哈罗横琴,

我们会定期为学生提供机会和舞台

让他们展示英语的

阅读、写作、听力和口语的应用

这有助于巩固他们的学习成果,

建立他们的自信心

为未来的英语学习奠定良好的基础

→滑动查看中文版本→

In our whole school assembly this week, 

G5 gave us a wonderful English performance.

After studying the British fairy tale book, 

The Big Friendly Giant,

 they used their rich imaginations to

 draw a picture of the giant in their minds 

and portrayed it to the assembly

 through their fluent English.



In the book, there is a Dream Jar.

The students wrote down their

 bold expectations for the future 

and told them in English on the stage. 


Dream Jar


Finally, they sang the English

 song "Big Dream" in unison, 

encouraging other students to follow their dreams.



singing



The G5 students impressed the parents and students

who watched them with their fluent English.

How did they develop their English?

Let's see what the teachers say!



01

Descriptive Writing in Grade 5


Ms. Kristella Eastwood

Grade5 Homeroom Teacher 



The Big Friendly Giant, a 1982 fairy tale by British author Roald Dahl, is the original English book that is the focus of this term's Grade 5 study. The book is rich in vocabulary and figurative language, such as similes, personification and metaphors, which will help students to master the important learning element of descriptive writing.






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What is descriptive writing? 


It’s to immerse the reader into your writing, whether you’re describing people, places, objects, or scenes. Descriptive writing allows the reader to paint a picture in their head. Descriptive writing makes your text more appealing and therefore draws in the reader.



What the students demonstrated in the assembly was the use of descriptive writing for character creation, creating vivid characters through a varied choice of words, using interesting language to sustain and develop ideas, and using adjectives, adverbs, similes, personification and metaphors to describe. They apply what they have learnt in class to their self-created giants.


Students' work, swipe left to view more


Behind this is the Talk for Writing method, which is commonly used in Harrow Hengqin's Lower School English teaching:



This approach is designed to develop students' language acquisition and reading for pleasure by providing them with a structured framework for writing. The Talk for Writing strategy consists of three main parts: imitation, innovation, and invention.




01

Imitation 

In this stage, teachers model high-quality writing by reading aloud and analyzing a range of texts with students. Through this process, students learn to internalize the structure, language, and content of different genres of writing.



02

Innovation

In this stage, students use the model text as a basis for their own writing, but with some modifications to the content, language, or structure. This allows students to develop their own voice and style while still maintaining a clear understanding of the genre.



03

Invention

In this stage, students apply the skills and knowledge they have gained to write their own original text. This stage encourages students to take creative risks and develop their own ideas and style.



02

Step-by-Step English Learning


Mrs. Jade Honey

Head of Lower School Curriculum

G1 Homeroom Teacher


If English proficiency in Grade 5 is the goal of the Lower School, then Grade 1 is the starting point. To improve English, it is essential to build a strong foundation in listening, speaking, reading, and writing skills. Additionally, teaching robust phonics skills in Grades 1 and 2, and encouraging regular, short bursts of reading are vital components of language development, gradually increasing the complexity of language tasks as students’ progress through the grades.


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Phonics:


The Read Write Inc. Phonics program is used to support the development of our students' phonics skills. This program provides a structured and systematic approach to teaching phonics, which enables students to learn to read and write English with greater levels of confidence.


Children in Grade 1 and 2 will be taught phonics explicitly as a fundamental part of their weekly English lessons. Teachers will use a range of instructional strategies, including visual aids, mnemonics, and word games, using guidance from the RWI phonics scheme to reinforce phonics learning and support students' language acquisition.




In each grade, the focus of English learning varies depending on the students' needs. However, generally, in Grade 1, emphasis is placed on acquiring basic phonics, vocabulary and listening skills. In Grade 2, simple sentence construction and speaking are encouraged by way of the 'Talk 4 Writing' programme. By Grades 3 and 4, reading comprehension, grammar skills and more complex sentence structures are at the core of English lessons, whilst in Grade 5, we focus on developing creative writing skills by using different literary techniques, experimenting with challenging vocabulary and reading with increased fluency and understanding.



By the end of Grade 5, students should be able to access a range of increasingly challenging texts, appropriate to their reading age, using previously taught decoding techniques to read unknown vocabulary. Students should be using such texts to inform their independent, creative writing and be able to use a mixture of simple and complex sentence structures within paragraphs that are correctly punctuated. Together with these reading and transcription skills, Grade 5 pupils will also be developing their speaking and listening skills, and be able to converse clearly in English most of the time.




03

EAL Support Throughout Lower School


Ms. Olivia Wen 

Lower School EAL Teacher


All Harrow Hengqin Lower School students have regular English language proficiency tests and teachers use formative assessment to provide targeted support to help pupils develop their phonics skills. Some children attend an intensive EAL (English as an Additional Language)programme for more targeted English support. EAL teachers work closely with the homeroom teachers to plan and provide appropriate support and differentiated learning opportunities.



As a Chinese supplementary tutor, EAL teachers are instrumental in helping students to improve their English. In a relaxed, inclusive and diverse learning environment, students can learn English without feeling stressed or intimidated. In class, teachers will provide personalised lesson plans and resources to help students understand and master English better, according to their English level and learning needs.



In addition, teachers will use games, activities and stories to help students learn English in a relaxed and enjoyable atmosphere, and to increase their interest and motivation in learning.






The bilingual programme at Harrow Hengqin is rooted in the Chinese curriculum standards and inherits the rigorous teaching philosophy of Harrow School in the UK. The English language teaching in the Lower School follows the British teaching methodology, and the teaching plan is formulated in such a way that the English classes are taught by the homeroom teachers (all of whom are expatriate), with the Chinese Practitioners accompanying them in the classroom for guidance.



At Harrow Hengqin, we regularly 

provide opportunities and stages

 for our students to demonstrate 

their use of English in

 reading, writing, listening and speaking. 

This helps to consolidate

 their learning achievements, 

build their self-confidence and 

lay a good foundation for future English learning.

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